{"id":79139,"date":"2026-04-17T10:33:22","date_gmt":"2026-04-17T08:33:22","guid":{"rendered":"https:\/\/www.embl.org\/news\/?p=79139"},"modified":"2026-04-17T10:33:25","modified_gmt":"2026-04-17T08:33:25","slug":"connecting-communities-to-share-the-joy-of-doing-science","status":"publish","type":"post","link":"https:\/\/www.embl.org\/news\/people-perspectives\/connecting-communities-to-share-the-joy-of-doing-science\/","title":{"rendered":"Connecting communities to share the joy of doing science"},"content":{"rendered":"\n

By Simona Gio\u00e8, Ana Mestre, and Kausthubh Ramachandran<\/em><\/p>\n\n\n\n

Public engagement connects scientists to society, encouraging dialogue, inspiring communities, and helping build trust in science. In recent years, EMBL scientists have been finding new and innovative ways to build bridges within and between their communities and science. We reached out to a few EMBLers who have been doing just this, through activities ranging from extracting DNA from fruits to exploring ocean nanoplastics and creating engaging social media videos, to learn more about their experience. <\/p>\n\n\n\n

\u2018Catalan\u2019ising science communication<\/strong><\/h2>\n\n\n\n

Now an ARISE research fellow at EMBL Barcelona, Arnau Fabra Ruiz spent a good part of his teenage years consuming long-form science content on YouTube, in equal parts awed by the power of the medium and intimidated by the amount of work necessary to research and produce even a 10-minute video. <\/p>\n\n\n\n

But when one of his favourite Spanish science communicators started publishing short educational videos on Instagram, Fabra thought, \u201cThis is not that difficult. I could do this, too.\u201d And by then, in the process of completing his PhD in Computational Mechanics, he felt he had something to say. He shared his idea for a multidisciplinary science communication channel with his partner and a close friend and, in June 2022, Expli.cat was born.<\/p>\n\n\n\n

Expli.cat<\/a> is an Instagram page where Fabra and his colleagues post short educational videos in Catalan, focused on making science relatable and accessible. The word \u2018Explicat\u2019 means \u2018explained\u2019 in Catalan, one of the official languages of Catalonia. Catalan counts almost 10 million speakers in Southern Europe, and it is spoken natively by about 4 million people, including Fabra. Recently, social use of the language has declined, sparking initiatives to strengthen and broaden the Catalan media landscape. This effort is very dear to Fabra and an integral part of the Expli.cat project. \u201cIf I wanted to reach more people, I would do this in English,\u201d he explains, \u201cThis is my small contribution to keeping Catalan alive.\u201d <\/p>\n\n\n\n

Expli.cat has found an engaged audience of Catalan speakers, interacting with and requesting more content. Among the audience are some school teachers in Catalonia who have reported playing Expli.cat content in the classroom to supplement their students\u2019 learning.<\/p>\n\n\n\n

But it\u2019s not just the language that makes Expli.cat stand out. Thanks to the different educational backgrounds present within the team \u2013 from physics to medicine and beyond \u2013 and their openness to collaboration with other scientists and communicators, they can cover different areas of science without sacrificing accuracy. \u201cWe are very aware of misinformation,\u201d said Fabra, \u201cand we want to combat it, not contribute to it.\u201d <\/p>\n\n\n\n

That\u2019s why every video is extensively researched and fact-checked, sometimes requiring up to 3 hours of additional learning per minute of recorded content. And when a topic is too far outside the team\u2019s scientific comfort zone, they reach out to experts who can teach them more about it or, if they\u2019re interested, record the video themselves as part of a collaboration. In the end, Fabra thinks there\u2019s nothing exceptional about explaining interesting things, even if it\u2019s in front of a camera: \u201cI believe anyone can do this. And we encourage everyone who wants to, to do it.\u201d<\/p>\n\n\n\n

Talking to children about nanoplastics<\/strong><\/h2>\n\n\n\n

In 2019, Melissa Graewert, a structural biologist at EMBL Hamburg, decided to dive into the world<\/a> of nanoplastics research. Driven by her four-year-old daughter’s curiosity and supported by a grant from EMBL\u2019s Environmental Research Initiative, she decided to bring her considerable experience in studying antibody structures to understanding how nanoplastics impact the environment. <\/p>\n\n\n\n

About a year after her research into micro- and nanoplastics was underway, EMBL’s Science Education and Public Engagement (SEPE) team contacted Graewert and asked her if she wanted to prepare online activities to teach young children about nanoplastics and ocean pollution. One of the earliest activities she’s designed was called \u2018One scoop in a cone, please<\/a>\u2019,  an interactive lab book and video resource designed for use in the classroom. Across three chapters, which follow an ice cream spoon that falls in the sea, the resource addresses questions, including what happens to plastic in the ocean, how this threatens marine environments, and what we can all do to reduce plastic pollution. The activities in the book can also be done with smaller children at home or at science events. <\/p>\n\n\n\n

While preparing the resources, Graewert’s daughters were at home due to the pandemic, and she asked them if they wanted to work with her on designing these activities. <\/p>\n\n\n\n

\u201cIncluding my daughters in this project allowed them to spend time learning about how curiosity drives scientific research and to see that my work is also quite fun,\u201d said Graewart. <\/p>\n\n\n\n

Once the pandemic ended, Graewart decided to move the online activities to the classroom, starting with a visit to her daughters\u2019 school. <\/p>\n\n\n\n

The activities that Graewart conducts with children include experiments to show how the plastic we see floating in the water is just the tip of the iceberg when it comes to the total amount of plastics in the ocean today. She has also developed ways to explain how plastics can travel long distances due to water currents, and to teach children about the importance of communicating science. <\/p>\n\n\n\n

\u201cI bring a green screen to the classroom, and the students get fascinated,\u201d said Graewart. Standing in front of the screen, the students become news anchors, reporting on scientific findings about nanoplastics to the rest of the class. The backdrop can easily shift: from a newsroom to a laboratory or an iceberg, thereby creating a dynamic learning experience and bringing their report to life. <\/p>\n\n\n\n

Graewert remains steadfast in her commitment to engaging society with scientific research and continues to build and develop activities, one ‘scoop\u2019 at a time. <\/p>\n\n\n\n

Discussing DNA with schoolkids<\/strong><\/h2>\n\n\n\n

Right from his time as an undergraduate, Sam Horsfield found it very rewarding to talk about his science with the general public. He first got involved in science outreach at the Norwich Science Festival, not quite sure at the time what public engagement actually involved. But he left the festival energised by the opportunity to get people thinking about topics outside their daily lives. <\/p>\n\n\n\n

During his time as a postdoctoral fellow with the Lees group at EMBL-EBI, Horsfield joined EMBL’s Public Engagement Working Group and recently organised a DNA workshop for 10-year-olds at a school in Kent.<\/p>\n\n\n\n

Horsfield prepared meticulously for this workshop. He first cross-checked with the UK national curriculum to ensure that DNA as a topic is available to Year 5 (age 10) students in the UK. He built a lesson plan for an interactive and hands-on session, ran it by the school teachers and the Public Engagement Officer at EMBL-EBI, and did a risk assessment with the Health and Safety Officer. Having dotted all his i\u2019s and crossed all his t\u2019s, he was ready to engage!<\/p>\n\n\n\n

Horsfield opened his session with some interesting facts about DNA to capture the kids\u2019 imaginations. He also spoke about EMBL-EBI and used the kids\u2019 fascination with technology to talk about the institute\u2019s advanced high-power computers to make the session fun and engaging. The discussion led to some very thoughtful questions from the students (for example: Do adults and kids have the same DNA? Where does the DNA in our bodies come from?). Horsfield also focused on keeping the session interactive, working with the children to isolate DNA from strawberries, kiwis, and bananas. \u201cI feel if I could inspire just one child to be a bit more curious about science, I will have succeeded,\u201d he said.<\/p>\n\n\n\n

Horsfield fervently believes that scientists should engage more with the public about their science. In an age of misinformation, eroding trust in public institutions, and increasing mistrust in science and scientists, directly interacting with the public is imperative. This will improve both science communication skills and foster public trust. When such outreach is done well, involving all stakeholders, it can be very rewarding for everyone \u2013 from the kids to the teachers to the scientists. \u201cI felt all the happier when I saw the children doing the experiments and talking amongst themselves about what they were observing. When I reflect that I got some future scientists, teachers, politicians, or wherever the kids decide to go with their careers, inspired about science, I feel hopeful for the future,\u201d Horsfield said.<\/p>\n\n\n\n

To learn more about science education and public engagement activities at EMBL, visit this page.<\/a> <\/p>\n","protected":false},"excerpt":{"rendered":"

EMBL scientists are finding new and interesting ways to engage the public and make the wonders of scientific discoveries more accessible to everyone.<\/p>\n","protected":false},"author":16,"featured_media":79141,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[17593],"tags":[139,861,1315,19669],"embl_taxonomy":[13688],"class_list":["post-79139","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-people-perspectives","tag-outreach","tag-public-engagement","tag-science-communication","tag-sciwriclub","embl_taxonomy-science-education-and-public-engagement"],"acf":{"vf_locked":false,"vfwp-news_embl_taxonomy":[13688],"featured":true,"show_featured_image":false,"field_target_display":"embl","field_article_language":{"value":"english","label":"English"},"article_intro":"

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